本研究旨在瞭解國民小學特教團隊組織與特教團隊運作之指標、內涵與現況，並且探討與預測其關係，進而建構及驗證其互動模式，並依研究結果提出建議。首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，進行專家審查與正式問卷調查，正式問卷對象為校長、輔導主任、特教組長與特教老師，共384位，總共回收195 份調查問卷，有效問卷195 份，以分析現況、驗證模式；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、國民小學特教團隊組織與特教團隊運作的指標、內涵及其現況 （一） 國民小學特教團隊組織包括「特教行政機制」、「團隊人力資源」與「特教家長參與」三個指標，得分均為高程度，其中以「特教行政機制」得分最高。 （二） 國民小學特教團隊運作包括「鑑定安置輔導」、「適性教育計畫」、「推動融合教育」三個指標，得分皆為高程度，其中以「鑑定安置輔導」得分最高。 二、不同背景變項在國民小學特教團隊組織與特教團隊運作之差異情形 （一） 不同背景變項在國民小學特教團隊組織的得分方面：研究發現在性別、所屬縣市、服務年資、擔任職務上有顯著差異。 （二） 不同背景變項在國民小學特教團隊運作的得分方面：研究發現在年齡、服務年資、擔任職務有顯著差異，此外，所屬縣市在推動融合教育有顯著差異。 三、國民小學特教團隊組織與特教團隊運作之相關情形 整體國民小學特教團隊組織與特教團隊運作間呈顯著高度正相關，國民小學特教團隊運作各指標中，以推動融合教育與國民小學特教團隊組織總量表之相關程度最高。 四、國民小學特教團隊組織各指標對國民小學特教團隊運作的預測情形 即國民小學特教團隊組織之特教行政機制、團隊人力資源、特教家長參與各指標對整體國民小學特教團隊運作有顯著的預測力。 五、國民小學特教團隊組織對國民小學特教團隊運作的適配情形 各項適配度指標良好，上游潛在變項「國民小學特教團隊組織」對下游潛在變項「國民小學特教團隊運作」具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、國民小學行政人員與特教老師們及後續研究參考。 關鍵字：特殊教育評鑑、特殊教育評鑑指標 / The main purpose of this study is to investigate the relationship, content and status about the elementary school organization of special education team and operation of special education team. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the elementary school organization of special education team and operation of special education team. Based on arranging related theory, document, and opinion, researcher made the questionnaires of this study. The subjects of the questionnaire included the principals, tutorship director, special education leaders and special education teachers of elementary school in Taipei city and county of Taiwan. The data of this study was analyzed 195 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of the elementary school organization of special education team a. The organization of special education team includes three indicators, which are (1)the organization of special education administration , (2)the human resources of team, (3)the parents participation of special education. Except for the three ndicators are high degree. For all, the best dimension is “the organization of special education administration”. b. School personnel’ sexual, region, total years of servicing, and school occupation have significant influences on organization of special education team. B. In the aspect of the elementary school operation of special education team a. The operation of special education team includes three ndicators, which are (1)identification, placement and counsel, (2) Individualized Educational Program, (3) promote inclusive education. Except for the three idicators are high degree. For all, the best dimension is “identification, placement and counsel”. b. School personnel’age, total years of servicing, and school occupation have significant influences on operation of special education team. But School personnel’region have significant influence on “promote inclusive education”. C. In the aspect of the relationship between the elementary school organization of special education team and operation of special education team a. There was positive correlation and regression existed among the elementary school organization of special education team and operation of special education team. b. The elementary school organization of special education team did promote operation of special education team. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers, the administrative staff of elementary school and special education teachers, hoping to benefit the improvement and development of education of elementary school in the future. Key word : special education evaluation ; the indicators of special education evaluation

Thesis (MPhil)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Self-directed learning is a teaching and learning strategy considered important in fostering lifelong learning. Students take responsibility for their own learning with or without the help of others. It is expected of higher education institutions to prepare students for the dynamic world of work so that graduates are multi-skilled individuals capable of working and the same time be lifelong learners. The aim of this study was to assess the readiness to engage in self-directed learning of radiography diploma students at the Technikon Witwatersrand. Assessing the students' readiness to engage in self-directed learning is the first step in the planning and implementation of self-directed learning. The Self-Directed Learning Readiness Scale was the instrument used to assess the students' readiness to engage in self-directed learning. The instrument is widely used to assess students' perceived attitudes towards self-directed learning. The scale was administered to a total of 133 students registered for the National Diploma Radiography: Diagnostics at the Technikon Witwatersrand in the year 2003. Of the 133 students, 51, 36 and 46 were in first, second and third year respectively. Data analysis revealed that the first year students' mean score on self-directed learning readiness was relatively higher than those of second and third year students. Assessment practices and prior exposures to self-directed teaching principles were identified as factors that had an influence on how the students perceived themselves to be ready to be self-directed. Results obtained from this study provide valuable information for the Department of Radiography at the Technikon Witwatersrand and any other institution in the preparation, implementation and conceptualization of self-directed learning as a teaching and learning strategy. Recommendations were that lecturers should assume self-directed learning approaches to the first year students from the onset while gradually introducing self-directed learning strategies to the second and third year students. / AFRIKAANSE OPSOMMING: Selfgerigte leer is noodsaaklik om 'n klimaat van lewenslange selfontwikkeling te bevorder. Hierdie leerstrategie verplig leerders om verantwoordelikheid vir hul eie vordering te aanvaar, met beperkte hulp van ander. Daar is 'n verwagting dat Hoër Onderwys studente sal voorberei om hul plek vol te staan in dinamiese werkstituasies. Daar word ook van gekwalifiseerde beroepslui verwag om op verskeie terreine 'n bydrae te maak tot hul gekose beroep en hulself lewenslank te ontwikkel. Die doel van hierdie studie was om die diplomastudente in Radiografie by Technikon Witwatersrand se gereedheid tot selfgerigte leer te evalueer. Hierdie evaluering word algemeen beskou as die eerste stap in die beplanning en implementering van so 'n leerstrategie. Die Gereedheidskaal vir Selfgerigte Leer (Self-directed Learning Readiness Scale) is gebruik om die studente se houding teenoor hierdie onderrigmetode te evalueer. Altesaam 133 geregistreerde Radiografie studente het aan die navorsing deelgeneem. Van die 133, was 51 eerstejaar-, 36 in hul tweedejaar- en 46 finalejaarstudente. Data analise het getoon dat die eerstejaars 'n hoër graad van gereedheid getoon het vir selfgerigte leer as die tweede- en derdejaars. Die toepassing van bepaalde beginsels van evaluerings en vorige blootstelling aan hierdie leermetode is geïndentifiseer as faktore wat tot hierdie resultaat gelei het. Die resultate van hierdie navorsmg het die Radiografiedepartement aan die Technikon Witwatersrand van waardevolle inligting voorsien in die beplanning, implementering en konseptualisering van selfgerigte leer. Daar word aanbeveel dat dosente 'n selfrigtinggewende benadering met eerstejaarstudente moet volg, terwyl die selfgerigte leerbenadering geleidelik in die tweede en derde studiejare ingefaseer word.

<p> Since the landmark Coleman Report was issued in 1966 and questioned whether School Practice, or inputs, may have any effects on student performance, there has been considerable debate in the educational community regarding the role that School Practice may play in learning. More contemporary research has suggested that such factors as teacher training and retention, class and school size, and spending per student, may all have impacts on student academic achievement. Many of the studies that have found School Practice to be influential on higher levels of achievement proficiency have been criticized by others in the professional community for not considering School Context. School Context includes those features of schools over which teachers and administrators have little decision-making authority, such as the socioeconomic, ethnic, and linguistic background of the students at that school, or the school's attendance rate. </p><p> Others have found that for disadvantaged minorities, School Practice may have greater effects than for the general population. This study provides evidence that for Hispanic students, School Practice contributes a small amount to explaining differences in English language arts and mathematics achievement, considering the much larger effects of School Context. </p><p> Additionally, this research suggests that School Practice may have different effects based on geography and subject area content. Specifically, the results of this study suggest that School Practice may be more meaningful for mathematics than for English language arts. School Practice may also have greater effects in schools that are not located in wealthy suburban counties, such as those that surround New York City. In spite of the aggregate small effects of School Practice, there were two variables that were particularly important for their effects on both ELA and mathematics achievement. These variables were the percentage of teachers at a school with advanced levels of training, which had a small positive effect; and the teacher turnover rate, which to a degree had a negative impact on student achievement.</p>

This thesis is an empirical qualitative case study of the work of an evaluation commission which was established by the Ministry of Culture, Research and Art in the German state of Baden-Württemberg in 2003 to undertake a cross-sectional examination of the quality of teaching and research in universities and teacher training colleges offering courses in Educational Science (Erziehungswissenschaft). Although much literature on evaluation methods and models exists, little addresses the minutiae of evaluation work through the eyes of those doing it. This study therefore aims to augment this knowledge by examining the attitudes, experiences and difficulties which evaluators face. It contributes to the discourse on evaluation theory and practice by providing suggestions for what might help to improve decision-making processes in this particular environment. Informed by phenomenological theory, this exploratory study also uses decision-making theories as a means of providing knowledge on both individual and organisational issues which can augment our understanding of how expert commissions work: the social, political and cultural mechanisms that are involved, and the techniques that evaluators employ in order to provide institutions with an objective, fair, trustworthy and reliable evaluation report. As external review has become an accepted means of quality assurance, this research constitutes a contribution to the discourse on ways of improving quality assurance in higher education on a broader scale, not just within the context of German higher education. Furthermore, it also offers insight into the discipline of Educational Science itself and the notion of competing research paradigms, which have an impact on the way the discipline perceives itself and is perceived by others. The study is broadly divided into three main sections. The first contextualises the history of higher education evaluation, specifically within the German context. It looks at how the idea of what a university is has changed, especially during the last few decades of the 20th century, and notions of quality within this particular environment. The evaluation is also briefly introduced within the context of Baden-Württemberg. The second section explores the evaluation by examining the documents available in the evalag agency archive in Mannheim, thereby facilitating an understanding of the background to the commission and the processes which the evaluators underwent as work progressed. The third provides insight into what the evaluators themselves thought of the process and is based on interview analysis. The thesis concludes with a brief survey of more recent developments in quality assurance in Germany.

A national survey was conducted to assess student perceptions of the helpfulness of specific instructional development factors in a distance education print-based program. Participants were all students who had successfully completed at least one distance education correspondence course with Global University or were currently enrolled in their first course. Instructional development factors studied included lesson openers, lesson outlines, lesson artwork, written objectives, amount of information presented before a study question is asked, typographical features, graphic art, study questions, answers to study questions, self tests, and unit progress evaluations. Basic demographic information was collected and survey respondents located their perceptions of instructional development factor helpfulness both on a Likert scale and on a rank-order scale. Respondents also were asked for comments on the instructional development factors studied. Differences among respondent groups were examined. Major findings include a tiered ranking by all groups showing formative evaluation factors to be the most helpful, content organization and presentation factors next most helpful, and visual enhancement features (graphic art, typographical design) the least helpful. Overall, perceptions of the facilitative nature of the instructional development factors were similar among most groups. Older students seem to focus more on organization while younger students exhibit a balance between their perceptions of the facilitative nature of content and testing. Students enrolled in their first course perceive several of the formative evaluation factors to be less helpful than do more experienced students while at the same time perceiving content pacing to be more helpful than do more experienced students.

Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions and organizational units. A key issue is faculty engagement. This qualitative case study explored factors that impact faculty participation in a professional school assessment initiative. Findings indicate that factors related to individual faculty characteristics (e.g., career preparation, knowledge, beliefs, and attitudes) and institutional characteristics (e.g., leadership, resources, reward structures, work environment, and technology) influence faculty members engagement in assessment activities. To support faculty adoption of and participation in assessment efforts, leaders need to provide a clear vision, professional expectations, and appropriate resource support to connect assessment efforts to organizational enhancement and effective student learning. Moreover, goal congruence between faculty and educational organization will create an environment, where faculty members can leverage their existing values, transfer their past experiences in regard to assessment. In turn, faculty can utilize engagement in assessment activities as a form of inquiry that leads to teaching and program improvement. Combined, a culture of assessment can be created that is integral rather than additive to teaching, learning, and scholarship.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T11:54:00Z No. of bitstreams: 1 João Paulo de Lima Pedroso.pdf: 402661 bytes, checksum: 2b86d03a918838734edc028694f49fff (MD5) / Made available in DSpace on 2018-12-11T11:54:00Z (GMT). No. of bitstreams: 1 João Paulo de Lima Pedroso.pdf: 402661 bytes, checksum: 2b86d03a918838734edc028694f49fff (MD5) Previous issue date: 2018-09-27 / Centro Universitário de Votuporanga – UNIFEV / Student evaluation is one of the challenges that the faculty must face. It is desirable to evaluate in an integral way, in which, knowledge, skills and attitudes are the goals of the process. Especially. In medical Courses The Student's formative evaluations have been employed, but in the literature it is not clear whether these are associated with the summation Evaluations. This work was for the general purpose to analyze whether the evaluation process and its formative evaluation tool used during the UNIFEV tutorials sessions correlates with the Student's summation assessment and as specific objectives to carry out a study Of the results obtained in the application of the instruments of evaluation formative in the second, fourth, sixth and eighth periods held during the tutorials sessions of the course of medicine at UNIFEV. 7155 evaluation Instruments of 209 students of the second, fourth, sixth and eighth periods of the medical course of the University Center of Votuporanga (UNIFEV) were evaluated using active methodologies in the development of their curriculum. The instruments were applied in the tutoring sessions in three moments: opening, intermediate and Closing. From these instruments a note was withdrawn, ranging from zero to Ten. The instruments were analyzed within the period itself and in relation to the other PERIODS. Correlations were also made between the formative evaluations and the bimonthly monthly note of the student carried out through the sum of the formative evaluation of three weight with the summation assessment composed of multiple choice questions with four Possible alternatives and essay issues carried out at the end of each bimaster. In the analyzed data, it was found that the formal opening, intermediate and closing evaluations varied significantly over the weeks, but the average obtained by the student was always very close to Ten. The analysis between the periods also showed that same uniformity. The analysis of the results showed the absence of statistical correlation or even negative correlations between the two methods of Evaluation. It was concluded that there is a homogeneity in the formative evaluations between the tutors of the same series and of the Course. Despite the lack of correlation, the benefits of the formative evaluations in producing attitudinal improvement in the student seem to be evident / A avaliação dos estudantes é um dos desafios que deve ser enfrentado pelo corpo docente. É desejável uma avaliação de maneira integral, em que, conhecimentos, habilidades e atitudes são metas do processo. sobretudo. Nos cursos de medicina se têm empregado as avaliações formativas do estudante, mas, na literatura, não está claro se essas se associam às avaliações somativas. Esse trabalho teve por objetivo geral analisar se o processo de avaliação e sua ferramenta de avaliação formativa utilizada durante as sessões tutoriais da UNIFEV se correlaciona com a avaliação somativa do estudante e como objetivos específicos realizar um estudo dos resultados obtidos na aplicação dos instrumentos de avaliação formativa no segundo, quarto, sexto e oitavo períodos realizadas durante as sessões tutoriais do curso de medicina na UNIFEV. Foram avaliados 7155 instrumentos de avaliação formativa de 209 estudantes do segundo, quarto, sexto e oitavo períodos do curso de medicina do Centro Universitário de Votuporanga (UNIFEV) que utiliza de metodologias ativas no desenvolvimento de seu currículo. Os instrumentos foram aplicados nas sessões de tutoria em três momentos: abertura, intermediária e fechamento. A partir desses instrumentos foi retirada uma nota, que variava de zero a dez. Os instrumentos foram analisados dentro do próprio período e em relação aos demais períodos. Também foram realizadas correlações entre as avaliações formativas e a nota somativa bimestral do estudante realizada por meio da soma da avaliação formativa de peso três com a avaliação somativa composta de prova com questões de múltipla escolha com quatro alternativas possíveis e questões dissertativas realizadas ao final de cada bimestre. Nos dados analisados, verificou-se que as avaliações formativas de abertura, intermediária e de fechamento variavam significativamente ao longo das semanas, porém, a média obtida pelo estudante sempre foi muito próxima a dez. A análise entre os períodos também mostrou essa mesma uniformidade. A análise dos resultados evidenciou a ausência de correlação estatística ou ainda correlações negativas entre as duas modalidades de avaliação. Concluiu-se que existe uma homogeneidade nas avaliações formativas entre os tutores da mesma série e do curso. Apesar da ausência de correlação, os benefícios das avaliações formativas em produzir melhoras atitudinais no estudante parecem ser evidentes

Introdução: O Ambiente Educacional é um dos pilares para o alcance do perfil e das competências definidas na formação do enfermeiro e, portanto, é essencial avaliá-lo, na enfermagem do Brasil, no entanto, não encontramos instrumentos específicos para esta finalidade. Objetivos: conhecer o significado de ambiente educacional para estudantes e professores do Curso de Graduação em Enfermagem da Escola de Enfermagem da Universidade de São Paulo; construir e validar um instrumento para avaliação do ambiente educacional desta Escola e avaliar, na perspectiva do estudante, o ambiente educacional da Escola. Material e métodos: O estudo teve duas fases: a primeira foi de natureza qualitativa, na modalidade da análise temática, que, entrevistando três docentes e seis estudantes, buscou conhecer o significado e os elementos constitutivos do ambiente educacional. Com base nesta análise e a fim de atender às demandas específicas dos cursos de graduação em Enfermagem no Brasil, foi desenvolvida a segunda fase da pesquisa de abordagem quantitativa, que construiu e validou uma escala psicométrica para avaliação do ambiente educacional. Participaram dessa fase, respondendo ao instrumento, 176 (55%) graduandos matriculados na Escola durante a coleta de dados. Resultados: A primeira fase da pesquisa ambiente educacional, além disso, e assim como a fase quantitativa, foram identificados aspectos relevantes a serem apreciados sobre o ambiente. Dentre eles, destacamos: a necessidade de ajustes entre a metodologia de ensino utilizada para a construção do conhecimento e da identidade profissional, com a pressuposta no projeto político pedagógico; o relacionamento interpessoal nos diferentes níveis que, embora considerado harmonioso, pode ser melhorado; a exigência de discussão dos aspectos éticos do cotidiano, visto que os estudantes tem vivenciado situações de desrespeito; a vida social e as atividades extra-curriculares podem ser intensificadas. Conclusões: Este trabalho propiciou a significação de Ambiente Educacional em uma Escola pública paulistana. Em continuidade, é preciso aplicar o instrumento em outras realidades da enfermagem, para não restringir a validação da escala e também, para aumentar a população e refazer o teste de confiabilidade. Apesar dessa limitação, o conhecimento produzido oferece, a outras instituições de ensino superior, um novo construto para avaliação do processo ensino-aprendizagem. / Introduction: The Educational Environment is one of the pillars upon which the profile and the competences defined in nurse training and, therefore, it is essential to evaluate it in nursing in Brazil, however, did not find specific tools for this purpose. Objectives: To know the meaning of the educational environment for students and teachers of the Undergraduate Nursing School of Nursing, University of São Paulo; construct and validate an instrument to assess the educational environment of this school and evaluate the student\'s perspective, the environment Educational School. Methods: The study had two phases: the first was qualitative in nature, in the form of thematic analysis, which, interviewing three teachers and six students, sought to know the meaning and the elements of the educational environment. Based on this analysis and in order to meet the specific demands of graduate programs in nursing in Brazil, we developed a second phase of quantitative research approach, we built and validated a psychometric scale to assess the educational environment. In this phase, responding to the instrument, 176 (55%) undergraduates enrolled in school during data collection. Results: The first phase of the research educational environment, moreover, and as the quantitative phase were identified relevant aspects to be examined on the environment. Among them include: the need for adjustments between the teaching methodology used to construct the knowledge and professional identity, with presupposed in political pedagogical project; interpersonal relationships at different levels, although considered harmonious, can be improved, the requirement for discussion of ethical aspects of daily life, as students have experienced situations of disrespect; social life and extra-curricular activities may be intensified. Conclusions: This study provided the significance of Environmental Education in a public school in Sao Paulo. In continuation, we need to apply the instrument in other realities of nursing, not to restrict the validity of the scale and also to increase the population and re-test reliability. Despite this limitation, offers the knowledge produced, other institutions of higher learning, a new construct to assess the teaching-learning process.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-26T12:27:16Z No. of bitstreams: 1 Marlene Moraes Rosa Chinelato.pdf: 1185592 bytes, checksum: cf91202b9db659313f80badcc23c2a03 (MD5) / Made available in DSpace on 2018-03-26T12:27:16Z (GMT). No. of bitstreams: 1 Marlene Moraes Rosa Chinelato.pdf: 1185592 bytes, checksum: cf91202b9db659313f80badcc23c2a03 (MD5) Previous issue date: 2018-02-09 / Objective: This descriptive research of qualitative approach aimed to analyze the students ' perception of the undergraduate course of Medicine of a University Center in the northwest Paulista about their performance in the progress test, as well as the impact of this perception in the short term and, from that, propose adjustments actions for the continuous improvement of the teaching-learning process.The sample of convenience was made up by twenty participants, after approval of the research at the Ethics Committee on Research. The technique of focal groups was applied in two distinct moments to collect the qualitative data. The content analysis of the focal groups was based on Bardin (2011). Results: Ten students of the fifth period took part in the first focal group and ten students of the eighth period took part in the second group. The analysis of the content of the interviews resulted in the identification of three categories:1. Inappropriate conditions; 2.PT as a pedagogical tool; 3. Antagonistic feelings. Conclusion: The students that were interviewed consider the ProgressTest a relevant "pedagogical tool" that allows self-assessment and correction of learning gaps.&n bsp; However, the performance results of PT and the received feedback determine antagonistic feelings according to the period they are taking, of frustration for the fifth period students and security for the students of the eighth period. The impact determined by the performance in the short-term PT did not promote changes in the study plan of the students that were interviewed. It is necessary to implement strategies for the delivery of the formative feedback in a reflexive way, which allows the discussion of the issues and the results of the course/classes enhancing the teaching-learning process / Objetivo: Esta pesquisa descritiva de abordagem qualitativa objetivou analisar a percepção dos estudantes do curso de graduação de Medicina de um Centro Universitário do noroeste paulista sobre o seu desempenho no Teste de Progresso, bem como o impacto desta percepção em curto prazo e, a partir disto, propor ações de ajustes para o melhoramento contínuo do processo ensino-aprendizagem. A amostra de conveniência foi constituída por vinte participantes após aprovação da pesquisa no Comitê de Ética em Pesquisa. Utilizou-se a técnica de grupos focais em dois momentos distintos para coletar os dados qualitativos. A análise de conteúdo dos grupos focais fundamentou-se em Bardin (2011). Resultados: Participaram do primeiro grupo focal dez estudantes do quinto período e do segundo grupo, dez estudantes do oitavo período. A análise de conteúdo das entrevistas resultou na identificação de três categorias: 1. Condições inadequadas; 2. TP como ferramenta pedagógica; 3. Sentimentos antagônicos. Conclusão: Os estudantes entrevistados consideram o Teste de Progresso uma “ferramenta pedagógica” relevante que permite a autoavaliação e a correção das lacunas de aprendizagem. Entretanto, os resultados de desempenho do TP e o feedback recebido determinam sentimentos antagônicos, de acordo com o período que estão cursando, de frustração para os alunos de quinto período e de segurança para os alunos do oitavo período. O impacto determinado pelo desempenho no TP, a curto prazo, não promoveu mudanças no plano de estudo dos estudantes entrevistados. É preciso considerar estratégias para a entrega do feedback formativo, que permita a discussão das questões e dos resultados do curso/turmas, de forma reflexiva, potencializando o processo ensino-aprendizagem

published_or_final_version / Education / Master / Master of Education